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More than a Lifetime Away: World Faces 100-Year Wait for Gender Parity

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The time it will take to close the gender gap narrowed to 99.5 years in 2019. While an improvement on 2018 – when the gap was calculated to take 108 years to close – it still means parity between men and women across health, education, work and politics will take more than a lifetime to achieve. This is the finding of the World Economic Forum’s Global Gender Gap Report 2020, published today.

According to the report, this year’s improvement can largely be ascribed to a significant increase in the number of women in politics. The political gender gap will take 95 years to close, compared to 107 years last year. Worldwide in 2019, women now hold 25.2% of parliamentary lower-house seats and 21.2% of ministerial positions, compared to 24.1% and 19% respectively last year.

Politics, however, remains the area where least progress has been made to date. With Educational Attainment and Health and Survival much closer to parity on 96.1% and 95.7% respectively, the other major battlefield is economic participation. Here, the gap widened in 2019 to 57.8% closed from 58.1% closed in 2018. Looking simply at the progress that has been made since 2006 when the World Economic Forum first began measuring the gender gap, this economic gender gap will take 257 years to close, compared to 202 years last year.

Economic Gap Widening

The report attributes the economic gender gap to a number of factors. These include stubbornly low levels of women in managerial or leadership positions, wage stagnation, labour force participation and income. Women have been hit by a triple whammy: first, they are more highly represented in many of the roles that have been hit hardest by automation, for example, retail and white-collar clerical roles.

Second, not enough women are entering those professions – often but not exclusively technology-driven – where wage growth has been the most pronounced. As a result, women in work too often find themselves in middle-low wage categories that have been stagnant since the financial crisis 10 years ago.

Third, perennial factors such as lack of care infrastructure and lack of access to capital strongly limit women’s workforce opportunities. Women spend at least twice as much time on care and voluntary work in every country where data is available, and lack of access to capital prevents women from pursuing entrepreneurial activity, another key driver of income.

“Supporting gender parity is critical to ensuring strong, cohesive and resilient societies around the world. For business, too, diversity will be an essential element to demonstrate that stakeholder capitalism is the guiding principle. This is why the World Economic Forum is working with business and government stakeholders to accelerate efforts to close the gender gap,” said Klaus Schwab, Founder and Executive Chairman of the World Economic Forum.

Could the “Role Model Effect” close the gender gap?

One positive development is the possibility that a “role model effect” may be starting to have an impact in terms of leadership and possibly also wages. For example, in eight of the top 10 countries this year, high political empowerment corresponds with high numbers of women in senior roles. Comparing changes in political empowerment from 2006 to 2019 shows that improvements in political representation occurred simultaneously with improvements in women in senior roles in the labour market.

While this is a correlation, not a causation, in OECD countries, where women have been in leadership roles for relatively longer and social norms started to change earlier, role model effects could contribute to shaping labour market outcomes.

Gender Inequality in the Jobs of the Future

Possibly the greatest challenge preventing the economic gender gap from closing is women’s under-representation in emerging roles. New analysis conducted in partnership with LinkedIn shows that women are, on average, heavily under-represented in most emerging professions. This gap is most pronounced across our “cloud computing” job cluster where only 12% of all professionals are women. The situation is hardly better in “engineering” (15%) and “Data and AI” (26%), however women do outnumber men in two fast-growing job clusters, “content production” and “people and culture”.

According to our data, this reality presents leaders intent on addressing the gender gap in the future with two key challenges. The first and most obvious challenge is that more must be done to equip women with the skills to perform the most in-demand jobs. Indeed, there is an economic cost of not doing so as skills shortages in these professions hold back economic growth.

The second is possibly more complex. According to our data, even where women have the relevant in-demand skillset they are not always equally represented. In data science, for example, 31% of those with the relevant skillset are women even though only 25% of roles are held by women. Likewise, there is no gender gap in terms of skills when it comes to digital specialists, however only 41% of these jobs are performed by women.

These facts point to three key strategies that must be followed to hardwire gender equality into future workforces: to ensure women are equipped in the first place – either through skilling or reskilling – with disruptive technical skills; to follow-up by enhancing diverse hiring; and to create inclusive work cultures.

“Insights from LinkedIn’s Economic Graph can help policymakers, business leaders, and educators understand and prepare for how women will be represented in the future workforce. Our data shows that meaningful action is needed to build the systems and talent pipelines required to close the gender gap in tech and ensure women have an equal role in building the future,” said Allen Blue, Co-Founder and Vice-President, Product Strategy, LinkedIn.

What the Forum is Doing to Close the Gender Gap

The World Economic Forum’s Platform for Shaping the Future of the New Economy and Society aims to close economic gender gaps through both in-country and global industry work. Through Closing the Gender Gap Accelerators, the Forum drives change by setting up action coalitions between relevant ministries and the largest employers in the country to increase female labour force participation, the number of women in leadership positions, closing wage gaps and preparing women for jobs of the future. Additionally, the global business commitment on Hardwiring Gender Parity in the Future of Work mobilizes businesses to commit to hiring 50% women for their five highest growth roles between now and 2022. Finally, the Forum has committed to at least double the current percentage of women participants at the Annual Meeting in Davos-Klosters, Switzerland, by 2030.

“To get to parity in the next decade instead of the next two centuries, we will need to mobilize resources, focus leadership attention and commit to targets across the public and private sectors. Business-as-usual will not close the gender gap – we must take action to achieve the virtuous cycle that parity creates in economies and societies,” said Saadia Zahidi, Head of the Centre for the New Economy and Society and Member of the Managing Board, World Economic Forum.

The Global Gender Gap in 2020

Nordic countries continue to lead the way to gender parity. Iceland (87.7%) remains the world’s most gender-equal country, followed by Norway (2nd, 84.2%), Finland (3rd, 83.2%) and Sweden (4th, 82.0%). Other economies in the top 10 include Nicaragua (5th, 80.4%), New Zealand (6th, 79.9%), Ireland (7th, 79.8%), Spain (8th, 79.5%), Rwanda (9th, 79.1%) and Germany (10th, 78.7%).

Among the countries that improve the most this year are Spain in Western Europe, Ethiopia in Africa, Mexico in Latin America, and Georgia in Eastern Europe and Central Asia. These countries all improved their positions in the ranking by more than 20 places, largely driven by improvements in the political empowerment dimension.

Western Europe is the best performing region for the 14th consecutive year. With an average score of 76.7% (out of 100), the region has now closed 77% of its gender gap, further improving from last edition. At the current pace, it will take 54 years to close the gap in Western Europe. The region is home to the four most gender-equal countries in the world, namely in order Iceland (87.7%), Norway (84.2%) and Finland (83.2%) and Sweden (82.0%), and one country (Spain, 8th) is among the most improved countries this year.

The North America region regroups the United States (72.4%, 53rd) and Canada (77.2%, 19th). Both countries’ performances are stalling, especially in terms of economic participation and opportunity. At this rate it will take 151 years to close the gap.

The Eastern Europe and Central Asia region has closed 71.5% of its gender gap so far with a slight improvement since last year. To date the time to fully close its overall gender gap is estimated to be 107 years. The region has fully closed its educational gap and has improved women’s political empowerment which however remains only closed at 15%. 21 of the 26 countries in this region have closed at least 70% and the top-ranked country, Latvia, 11th has closed 78.5% of its gap.

The Latin America and the Caribbean region has closed 72.1% of its gender gap so far, progressing 1 percentage points since last year. At this rate it will take 59 years to close the gender gap. The most noticeable improvement is on the Political empowerment dimension where the region closes its gap by 5 percentage points. Led my Nicaragua that has closed 80.4% of its gap (5th), 15 of the 24 countries covered by the report have improved their overall scores. Among the most improved countries, Mexico reduced its gender gap by 3.4 points on a year-over-year basis.

The Sub-Saharan Africa region has closed 68.0% of its gender gap so far. This result is a significant progress since last edition which leads to revise down the number of years it will take to close the gender gap, which is now estimated at 95 years. The region is home of one of the top-ten countries overall Rwanda (9th) while another 21 countries have improved their performances since last year, including Ethiopia (82nd) one of the best improved this year globally.

The East Asia and Pacific Region has closed 69% of the overall gender gap. If the region maintains the same rate of improvement as the 2006-2019 period, and given the current gap, it will take another 163 years to close the gender gap, the most time of any region. The region has improved on three of the four gender gap dimensions and has been the only region where political empowerment gap has widened (16% closed so far). The best performing country is New Zealand 6th, which has closed 79.9% of its gap. It is followed by the Philippines 16th with 78.1% closed and Lao PDR, 43rd with a score of 73.1%.

South Asia region has closed two thirds of its gender gap. The region’s gender gap is the second largest despite a progress of 6 points over the past 14 years. If the rate of progress of the past 15 years was to continue it will take 71 years to close the region’s gender gap. However, in contrast with the overall’s performance, the region’s Economic participation and opportunity gap widens this year. Bangladesh (50th) leads the region, while the second ranked country, Nepal, lags several positions behind (101th)

The Middle East and North Africa (MENA) region obtains the lowest score (61.1%) despite having narrowed its gap by 0.5 points since last year. Assuming the same rate of progress going forward it will take approximately 150 years to close the gender gap in the MENA region. The two most highly ranked countries in the region are Israel (64th) with a closed gap to date of 71.8% and the United Arab Emirates (120th) with a score of 65.5%. 15 of the 19 countries in this region rank 130th or lower.

Platform for Shaping the Future of the New Economy and Society

The Global Gender Gap Report is a flagship publication of the World Economic Forum’s Platform for Shaping the Future of the New Economy and Society. The Platform provides the opportunity to advancing prosperous, inclusive and equitable economies and societies. It focuses on co-creating a new vision in three interconnected areas: growth and competitiveness; education, skills and work; and equality and inclusion. Working together, stakeholders deepen their understanding of complex issues, shape new models and standards and drive scalable, collaborative action for systemic change.

Over 100 of the world’s leading companies and 100 international, civil society and academic organizations currently work through the Platform to promote new approaches to competitiveness in the Fourth Industrial Revolution economy; deploy education and skills for tomorrow’s workforce; build a new pro-worker and pro-business agenda for jobs; and integrate equality and inclusion into the new economy, aiming to reach 1 billion people with improved economic opportunities.

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New Social Compact

Demand for Investigation of COVID-19 gained momentum

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Human history is full of natural disasters like Earthquakes, Floods, Fires, Vacanos, Drought, Famine, Pandemic, etc. Some of them were really huge and have been damaged a lot. The outbreak of diseases was also very common in the past, like Spanish Flu, Tuberculosis, Cholera, Ebola, SARS, Middle-East-Virus, etc. However, the most damaging in recent history is COVID-19.

According to Worldometer, the latest data reveal that Coronavirus Cases has reached :

193,422,021, and death toll touched: 4,151,655. However, these are the official data provided by each individual country to Worldometer. The actual data is much more, as some countries have limited resources and could not test their population on a bigger scale, whereas few countries hide the actual data to save face, like India. Prime Minister Modi has mishandled the Pandemic and politicized it. His extremist approach toward minorities and political opponents has worsened the situation. He is afraid, if the public comes to know the actual disasters, he may lose political popularity and have to leave the office. Unofficial sources on groud estimate the actual figures are almost ten times higher. He has taken strict measures to hide the actual data and control media on reporting facts.

Whatever the actual data, even the official data shows a big disaster. Almost all nations became the victim of it and suffered heavily. The loss of human lives and the economic loss have made the whole World think seriously.

It is time to investigate the origin of COVID-19. There are many theories, and some are part of the blame game and politics, without proper investigations and reliable evidence. The World is so much polarized that it is very difficult to believe any side of the views and blames. Under this scenario, it is the World Health Organization (WHO) responsibility to conduct a transparent investigation and reach the source of COVID-19. It is believed that the whole World may trust WHO.

Chinese Foreign Ministry spokesman Zhao Lijian demanded on Wednesday that the United States show transparency and conduct a thorough investigation into its Fort Detrick laboratory and other biological labs overseas over the origins of COVID-19 in response to appeals from people in China and around the World. By Wednesday afternoon, an open letter published on Saturday asking the World Health Organization to probe Fort Detrick had garnered nearly 5 million signatures from Chinese netizens.

“The soaring number reflects the Chinese people’s demands and anger at some people in the US who manipulate the origin-tracing issue for political reasons,” Zhao said at a regular news briefing in Beijing.

The US Centers for Disease Control and Prevention issued a “cease and desist order” in July 2019 to halt research at Fort Detrick that involved dangerous organisms like the Ebola virus. The same month, a “respiratory outbreak” of unknown cause saw more than 60 residents in a Northern Virginia retirement community become ill. Later that year, Maryland, where Fort Detrick is based, witnessed a doubling of the number of residents who developed a respiratory illness related to vaping.

But the CDC never released information about the shutdown of the lab’s deadly germ research operations, citing “national security reasons”. “An investigation into Fort Detrick is long-overdue, but the US has not done it yet, so the mystery remains unsolved,” Zhao said, adding that was a question the US must answer regarding the tracing of the origins of COVID-19.

There are 630,000 of its citizens lost to the Pandemic. The US should take concrete measures to investigate the origins of the virus at home thoroughly, discover the reason for its inadequate response to the Pandemic, and punish those who should be held accountable. Especially in the initial days, the mishandling of the Pandemic by then-President Trump was a significant cause of the rapidly spreading of the virus, which must be addressed adequately. Washington remains silent whenever Fort Detrick is mentioned. It seeks to stigmatize and demonize China under the pretext of origin-tracing.

It appealed that the WHO may come forward and conduct through research and investigation in a professional, scientific, and transparent manner to satisfy the whole World.

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New Social Compact

How to eliminate Learning Poverty

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Children learn more and are more likely to stay in school if they are first taught in a language that they speak and understand. Yet, an estimated 37 percent of students in low- and middle-income countries are required to learn in a different language, putting them at a significant disadvantage throughout their school life and limiting their learning potential. According to a new World Bank report Loud and Clear: Effective Language of Instruction Policies for Learning, effective language of instruction (LoI) policies are central to reducing Learning Poverty and improving other learning outcomes, equity, and inclusion.

Instruction unfolds through language – written and spoken – and children learning to read and write is foundational to learning all other academic subjects.  The Loud and Clear report puts it simply: too many children are taught in a language they don’t understand, which is one of the most important reasons why many countries have very low learning levels.

Children most impacted by such policies and choices are often disadvantaged in other ways – they are in the bottom 40 percent of the socioeconomic scale and live in more remote areas.  They also lack the family resources to address the effects of ineffective language policies on their learning. This contributes to higher dropout rates, repetition rates, higher Learning Poverty, and lower learning overall.

“The devastating impacts of COVID-19 on learning is placing an entire generation at risk,” says Mamta Murthi, World Bank Vice President for Human Development. “Even before the pandemic, many education systems put their students at a disadvantage by requiring children to learn in languages they do not know well – and, in far too many cases, in languages they do not know at all. Teaching children in a language they understand is essential to recover and accelerate learning, improve human capital outcomes, and build back more effective and equitable education systems.”

The new LoI report notes that when children are first taught in a language that they speak and understand, they learn more, are better placed to learn other languages, are able to learn other subjects such as math and science, are more likely to stay in school, and enjoy a school experience appropriate to their culture and local circumstances. Moreover, this lays the strongest foundation for learning in a second language later on in school. As effective LoI policies improve learning and school progression, they reduce country costs per student and, thus, enables more efficient use of public funds to enhance more access and quality of education for all children.

“The language diversity in Sub-Saharan Africa is one of its main features – while the region has 5 official languages, there are 940 minority languages spoken in Western and Central Africa and more than 1,500 in Sub-Saharan Africa, which makes education challenges even more pronounced,” says Ousmane Diagana, World Bank Regional Vice President for Western and Central Africa. “By adopting better language-of-instruction policies, countries will enable children to have a much better start in school and get on the right path to build the human capital they need to sustain long-term productivity and growth of their economies.” 

The report explains that while pre-COVID-19, the world had made tremendous progress in getting children to school, the near-universal enrollment in primary education did not lead to near-universal learning. In fact, before the outbreak of the pandemic, 53 percent of children in low- and middle-income countries were living in Learning Poverty, that is, were unable to read and understand an age-appropriate text by age 10. In Sub-Saharan Africa, the figure was closer to 90 percent. Today, the unprecedented twin shocks of extended school closures and deep economic recession associated with the pandemic are threatening to make the crisis even more dire, with early estimates suggesting that Learning Poverty could rise to a record 63 percent. These poor learning outcomes are, in many cases, a reflection of inadequate language of instruction policies.

“The message is loud and clear.  Children learn best when taught in a language they understand, and this offers the best foundation for learning in a second language,” stressed Jaime Saavedra, World Bank Global Director for Education. “This deep and unjust learning crisis requires action. Investments in education systems around the world will not yield significant learning improvements if students do not understand the language in which they are taught. Substantial improvements in Learning Poverty are possible by teaching children in the language they speak at home.”

The new World Bank policy approach to language of instruction is guided by 5 principles:

1. Teach children in their first language starting with Early Childhood Education and Care services through at least the first six years of primary schooling.

2. Use a student’s first language for instruction in academic subjects beyond reading and writing.

3.  If students are to learn a second language in primary school, introduce it as a foreign language with an initial focus on oral language skills.

4. Continue first language instruction even after a second language becomes the principal language of instruction.

5. Continuously plan, develop, adapt, and improve the implementation of language of instruction policies, in line with country contexts and educational goals.

Of course, these language of instruction policies need to be well integrated within a larger package of policies to ensure alignment with the political commitment and the instructional coherence of the system.

This approach will guide the World Bank’s financing and advisory support for countries to provide high-quality early childhood and basic education to all their students. The World Bank is the largest source of external financing for education in developing countries – in fiscal year 2021, it broke another record and committed $5.5 billion of IBRD and IDA resources in new operations and, in addition, committed $0.8 billion of new grants with GPE financing, across a total of 60 new education projects in 45 countries.

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World leaders must fully fund education in emergencies and protracted crises

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Many schools in Afghanistan have suffered the effects of long-term conflict. ©UNICEF/Marko Kokic

During June’s UN Security Council High-Level Open Debate on Children and Armed Conflict, leaders from across the world stood up to call for expanded support for education in emergencies to protect vulnerable children and youth enduring armed conflicts, climate change-related disasters, forced displacement and protracted crises.

In our collective race to leave no child behind and to achieve the Sustainable Development Goals in just nine short years, now is the time to translate these universal values and human rights into action.

The will is there. Nations across the globe, UN leaders and other key stakeholders stood up to address the horrific attacks on education happening on a daily basis and called for increased funding for organizations working to ensure crisis-affected children have access to safe, quality education.

Irish President Michael Higgins focused on education, protection and accountability in his address.

“I am sure that we can all agree that it is morally reprehensible that 1 in every 3 children living in countries affected by conflict or disaster is out of school. Schools should be protected, be a safe shelter and space for learning and development,” said Higgins. “Ireland prioritizes access to education in emergencies. We have committed to spend €250 million on global education by 2024. That is why we are launching the Girls Fund to support grassroots groups led by girls, advancing gender equality in their own communities.”

Nicolas de Rivière, Permanent Representative of France to the United Nations, highlighted support from France to Education Cannot Wait, as well as the importance of protection for children caught in emergencies.

“The socio-economic consequences of the pandemic and school closures put children at greater risk: inequalities are increasing in all regions of the world. Acts of domestic violence, rape and other forms of sexual violence, and school dropout have increased,” said de Rivière. “School closures increase recruitment by armed groups as well as child labor. Here, as everywhere, girls also have specific vulnerabilities. I am thinking in particular of the risk of early and forced marriage. For its part, France will continue to play an active role and promote the universal endorsement of the Paris Principles and Commitments. In the field, we support projects that guarantee access to education in emergency situations, notably the Education Cannot Wait Fund.”

Children under attack

The number of grave violations against children rose to 19,000 in 2020 according to the UN Secretary-General’s Report on Children in Armed Conflict, released in May 2021. To put this number in context, that’s over 50 girls and boys every day that are killed or maimed, recruited and used as soldiers, abducted, sexually violated, attacked in a school or hospitals, or denied their humanitarian access to things like food and water. 

The numbers are staggering. Last year, more than 8,400 children and youth were killed or maimed in ongoing wars in Afghanistan, Somalia, Syria and Yemen. Another 7,000 were recruited and used as fighters, mainly in the Democratic Republic of the Congo, Myanmar, Somalia and Syria. With COVID-19 straining budgets and humanitarian support for child protection, abductions rose by 90 per cent last year, while rape and other forms of sexual violence shot up 70 per cent.

UN Secretary-General António Guterres underscored the need to support the Safe Schools Declaration and the Children in Armed Conflict mandate in his address to the UN Security Council.

“We are also seeing schools and hospitals constantly attacked, looted, destroyed, or used for military purposes, with girls’ education and health facilities targeted disproportionately. As we mark the 25th anniversary of the creation of the Children in Armed Conflict mandate, its continued relevance is sadly clear and it remains a proven tool for protecting the world’s children,” said Guterres. 

This is a vast human tragedy playing out across the globe. And despite efforts to support the Safe Schools Declaration, to re-imagine education during the COVID-19 pandemic and to align forces to achieve the Sustainable Development Goals, we seem to be backsliding on our commitments.

Just imagine being a mother and learning that your daughter will not be coming home from school today. That she was abducted, along with 150 other students at their school in Nigeria. Imagine seeing your son, Sabir, lose his leg after being shot by armed gunmen in South Sudan. Imagine being a Rohingya girl like Janet Ara, who hid in forests, forged rivers and is now seeking a better life and opportunity through an education in the refugee camps of Bangladesh.

Imagine the trauma and terror … now imagine the opportunity.

A wake-up call

If we can come together to give every girl and boy on the planet access to a quality education, we can build a more peaceful, secure, humane and prosperous world.

Before COVID-19 hit, we calculated that at least 75 million children and youth caught in crisis and emergencies were being denied their right to an education. But with schools closed and many children at risk of never returning to the classroom, that number has jumped to around 128 million. That’s more than the total population of the United Kingdom. That’s more than the total populations of Canada, Denmark and Norway combined.

Denying these children their right to a quality education perpetuates cycles of poverty, violence, displacement and chaos.

As the United Nations global fund for education in emergencies and protracted crises, Education Cannot Wait (ECW) offers a new approach to break these negative cycles for good.

This means embracing a New Way of Working that brings in actors from across all sectors – national governments, donors, development, humanitarian response and education actors, national and local civil society, the private sector and more – to break down silos and work together to deliver whole-of-child solutions for whole-of-society problems.

In doing so we are bridging the humanitarian-development-peace nexus. Through ground-breaking collective action with partners across the globe, ECW has already launched multi-year resilience programmes and first emergency responses across more than 30 countries and crisis contexts and is on track to do more.

By doing so we can replace the cycle of poverty, violence, displacement and chaos with a cycle of education, empowerment, economic development, peace and new opportunities for future generations.

Delivering on our promise for universal, equitable education

The ECW model has proven to work. 

In just a few short years of operation, ECW has already provided 4.6 million crisis-affected girls and boys with access to a quality education. We’ve worked with national governments, donors, UN agencies and NGOs to reach 29.2 million girls and boys with our education in emergency response to the COVID-19 pandemic.

In Bangladesh, girls like Janet Ara are returning to school, children with disabilities like Yasmina are accessing the support they need to learn, grow and thrive, and organizations like BRAC are receiving the support they need to build back better from the fires.

In Afghanistan, girls like Bibi Nahida are attending school for the first time, remote learning is helping children to continue their education during the pandemic, and female teachers are being recruited to teach biology, science and empower an entire generation of girls.

In Colombia and Ecuador, refugee children fleeing violence, hunger and poverty in Venezuela are being brought into schools, provided with laptops and cellular plans, and the psychosocial support they need to recover from the anxiety and stress of displacement.

Our call to action

An investment in education is an investment in the present and the future.

Recent analysis indicates that the likelihood of violence and conflict drops by 37% when girls and boys have equal access to education. Incomes go up by as much as 10% for each year of additional learning, while an estimated $15 to $30 trillion could be generated if every girl everywhere were able to complete 12 years of education.

We are making important headway with partners across the globe. The amount of humanitarian funding for education increased five times between 2015 and 2019 – and accounted for 5.1% of humanitarian funding in 2019.

Nevertheless, just 43.5% of humanitarian appeals for education were mobilized that same year.

That means girls like Bibi and Janet Ara may be pushed out of school, boys like Sabir might be recruited into armed groups. And children with disabilities like Yasmina will be pushed to the sidelines.

We have the will. Now it’s time to turn that will into action.

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